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Session Type: Structured Poster Session
In 2008, the Knowledge Community and Inquiry (KCI) model was developed to support research of learning communities in K-12 science (Slotta & Peters, 2008). KCI adds a level of activity-oriented scripting to the otherwise idea-oriented approach of knowledge building, including required links to content and epistemic learning goals. KCI thus guides the design of semester-length learning community curriculum with assessable learning outcomes, a structured knowledge base, and a well-defined role for the teacher. Over the ensuing decade, a series of doctoral and postdoctoral studies investigated various aspects of KCI within a wide range of topics and grade levels. This structured poster session will synthesizing the work from 10 studies, placing a spotlight on the model, and defining future research directions.
1. A Knowledge Community and Inquiry Approach to Promote Co-Regulation in Collaborative Inquiry and Knowledge Co-Construction - Hedieh Najafi, University of Toronto
2. A Knowledge Community and Inquiry Curriculum With Immersive Simulations: Co-Designing Structured Collaborative Activities Around a Shared Knowledge Base - Michelle Lui, University of Toronto
3. The Use of Large-Format Displays for Supporting Collaborative Knowledge Construction and Classroom Orchestration - Mike Tissenbaum, University of Illinois at Urbana-Champaign
4. Visualizing Collaborative Processes in a Knowledge Community and Inquiry Curriculum for Grade 12 Biology - Alisa Acosta, Blockchain Research Institute
5. Understanding the Teacher's Role in a Knowledge Community and Inquiry Curriculum - Naxin Zhao, University of Toronto
6. The Knowledge Community and Inquiry Model for Supporting Emergent Curriculum Designs - Rebecca M. Quintana, University of Michigan
7. Backstage Pass: How Active Learning and User-Generated Content Immerse University Students in the Music Business - Steven Paul Ehrlick, Ryerson University; Noah Schwartz
8. Human-Computer Interaction Design of Technology Support for Collective Inquiry - Renato Carvalho, University of Toronto
9. Guiding Inquiry Discourse Across Digital and Face-to-Face Knowledge Community and Inquiry Learning Environments - Cresencia Fong, University of Toronto - OISE / Toronto District School BoardÂ
10. The Teacher's Role in Designing and Orchestrating a Knowledge Community and Inquiry Curriculum - Maria Serevetas, University of Toronto - OISE